Trends in the Creation and Appraisal of Government Records in Germany

While archivists in western and eastern Germany may have different traditions, they face the same challenges presented by the use of information technology in government offices in recent years. Documentation strategies and goals in advising agencies must be developed in consideration of current professional debate and limited resources. The following article presents tendencies in governmental records management, advising strategies of archives, and schemes for broad-scale appraisal based on observations at the level of the governments of the German Länder and includes case studies from Saxony.     

Adaptation and evaluation of a learning analytics dashboard to improve academic support at three Latin American universities

Despite the success of academic advising dashboards in several higher educational institutions (HEI), these dashboards are still under-explored in Latin American HEI's. To close this gap, three different Latin American universities adapted an existing advising dashboard, originally deployed at the KU Leuven to their own context. In all three cases, the context was the main ruling factor to these adaptations. In this paper, we describe these adaptions using a framework that focuses on four different elements of the context: Objectives, Stakeholders, Key moment and Interactions. Evaluation of the adapted dashboards in the three different Latin American universities is conducted through pilots. This evaluation shows the value of the dashboard approach in different contexts in terms of satisfaction, usefulness and impact in academic decision-making and advising tasks. The main contribution of this paper is the systematic reporting of the adaptations to an academic advising dashboard and showing the value of an academic advising dashboard on academic decision-making and advising tasks.     

学年论文、毕业论文指导探讨

本文核心思想是把学年论文和毕业论文看成是同一教学活动的两个相互衔接的环节，在此基础上探讨、设计学年论文和毕业论文的选题、指导、要求等方面的原则。     

国外建议行为研究述评

本文首先回顾了国外文献中关于建议行为本质特征的论述、建议行为语言实现方式及策略的研究,呈现了建议中的交际者权势、身份及社会距离等影响因素,归纳了语际语用学和跨文化语用学中的建议行为研究以及机构性互动中的建议研究的主要内容、研究方法及路径等。最后,对现有国外建议行为研究进行了简要评价,并针对其不足提出了建议,说明了建议行为研究的发展方向。     

Intercultural advising for Chinese international students: a reflective inquiry

In the past decade, there has been a rapid increase in the number of Chinese international students studying overseas. There has also been a corresponding increase in the media stories about their cross-cultural difficulties. Reported in this study is a reflective inquiry into my work as an international student advisor with a large number of Chinese students in a top Canadian university. Through five composite stories, I hope to present a few areas of challenges Chinese students experience and reflect on how advisors can better support them from the intercultural perspective. I also hope to engage other advisors through this study in exploring ways to contribute to the field of international education as frontline practitioners.     

Supervision learning as conceptual threshold crossing: when supervision gets ‘medieval’

This article presumes that supervision is a category of teaching, and that we all learn how to teach better. So it enquires into what novice supervisors need to learn. An anonymised digital questionnaire sought data from supervisors [n226] on their experiences of supervision to find out what was difficult, and supervisor interviews across campus [n7] sought to discover whether there were discipline differences among challenges. Findings suggest that supervision is often troublesome, and that lessons learned during supervision are irreversible, taking the learner to a deeper level of understanding, all aspects of threshold concept crossing. However, there was more that led me from threshold concept to conceptual threshold crossing theory: the darker themes of the data suggest that truly troublesome learning is more like that which occurs in early English literature, where threshold crossing is a common motif. Many early English stories show heroes in liminal, threshold spaces, often the forest, where their skills and methods are inadequate for ordeals. The result is their acquisition of what educational jargon might call leadership attributes and emotional intelligence. The title draws on Tarantino's [1994. Pulp fiction [Motion picture]. United States: Miramax Films] ‘getting medieval’ to mean threatening, unpleasant, off the edge of the known. Medieval English stories specialise in challenge: they focus on the doing, being and feeling of hard learning. When ongoing challenge from the unexpected troubles supervisors, it also enables, or forces, the acquisition of new attitudes, skills and attributes. I expand conceptual threshold crossing theory by adding the heuristic model of the medieval threshold crossing motif to interpret troublesome learning. Findings raise further research questions: how might novices avoid danger in the dark forest as they traverse their supervisory path and how can institutions support those who find themselves there.     

Facilitating reflective learning in higher education

Although writing groups have a long history in higher education, they have only recently been recognized as a support strategy for doctoral students, particularly those at the dissertation stage. From the perspective of student participants, we investigate motivations for participation in and perceived outcomes of voluntary semi-structured writing groups used to facilitate doctoral degree completion. Group participation resulted in the development of a vibrant intellectual community among students, recent doctoral recipients, and faculty. Commitment to degree completion and student and faculty scholarly productivity soared through the use of this simple but innovative pedagogical strategy.     

明清小说序跋中的"劝善惩恶"说

对明清小说序跋中的劝善惩恶说，主要从四个方面进行分析：劝善惩恶说的内涵；在小说创作中如何劝善惩恶；劝善惩恶与因果报应的关系；劝善惩恶说的价值。探讨明清小说序跋中的劝善惩恶说对提高小说序跋在小说理论史上的地位具有很大的意义。     

西方学者对博士生指导问题的研究路径与启示

纵观西方博士教育研究史,教师指导是促进博士生学术成长的关键因素。学界研究大体聚焦在博士生指导的意义、指导关系与师生互动以及指导风格几个方面,并从学术社会化、专业发展等理论进行解释。未来研究可尝试结合知识生产、学术职业来分析博士生指导问题,并沟通政策文本与指导实践,为比较教育研究提供对情境与过程、结构与行动之间更系统和理论化的理解。